[[alternative]]A Study of Inter-organizational Collaboration for Promoting Elementary School Students' Reading Education

[[abstract]] 台灣各界推動閱讀教育如火如荼進行，以2011年的國際調查結果顯示，臺灣學生閱讀能力有明顯躍進，但學術上鮮少針對組織合作推動閱讀教育過程進詳加探究。所以，本研究目的擬透過跨組織合作推動國小學童閱讀教育之研究，以半結構式深度訪談為主，輔以文獻理論，探討台灣閱讀文化基金會、天下雜誌教育基金會及城邦文化藝術基金會，三個非營利組織如何分別結合自身優勢及跨部門資源、能力，逐步建構出屬於各自領域的跨組織合作策略；並試圖分析跨組織合作過程中的動機、困境及影響。 本研究發現非營利組織進行跨組織合作推動國小學童閱讀教育，結合企業資金或志工為主要策略，進而發展組織創新策略及建立資源共享平台為主要的成功推廣方式。主要的研究結論包括：（1）跨組織合作動機：尋求企業、非營利組織等合作夥伴的資源整合，藉由分享知識、經驗及人脈，以補其不足，增加雙方互惠優勢，促進社會上對閱讀教育倡導的認同；（2）跨組織合作策略：首先，分析及評估現有環境的需求，累積核心資源優勢，進而評選合作夥伴，創造資源共享，並建立績效評估衡量；（3）跨組織合作困境：來自於跨組織文化理念的差異、合作夥伴的能力限縮、難以評估量化閱讀教育的效益影響及提供資源是否有效利用；（4）跨組織合作影響：提升教育及社會價值，包括增進教師教學專業、學生知識閱讀力、聯盟夥伴能力及聲譽，進而帶動社會志願服務參與。[[abstract]] Many organizations and sectors in Taiwan actively engage in the promotion of reading education. The 2011 international survey results showed that Taiwanese students reading ability has significantly improved. Yet, limited research had done to investigate the process of inter-organizational collaboration for promoting reading education. By conducting semi-structured depth interviews and analyzing existing literature, this study aims to explore capability-building, resource utilization, and collaboration strategies adopted in three foundations that promoted elementary school students’ reading education. Furthermore, this study analyzed motivations, challenges, and consequences of various inter-organizational collaboration models and strategies for promoting elementary school students’ reading education. To promote inter-organizational collaboration for promoting elementary school students' reading education, this study found that the use of corporate donations or volunteers is an important strategy, which can support organizational innovation in establishing a resource sharing platform that facilitate cross-organizational cooperation. In addition, other major findings from this study are as follows. First, motivations of inter-organizational collaboration include the search for collaborative enterprises, non-profit organizations and other partners, integration of resources through the sharing of knowledge, experience and contacts to make up for the lack of increase mutual advantages, and the enhancement of social recognition for reading education advocacy. Second, inter-organizational collaboration strategy started with analyzing and assessing the needs of the current environment, the cumulative core resource advantage, and the selection of partners, to create the sharing of resources, and the establishment of performance evaluation measure. Third, challenges of inter-organizational collaboration were related to differences across organizational cultures and capabilities as well as the vague assessment of the impact of reading education and resource utilization. Lastly, inter-organizational collaboration brought impact on the enhancement of educational and social value, advancement of teacher’s professional knowledge, students’ reading ability, capability and reputation of inter-organizational collaboration, and volunteer service participation